DAILY School Grade Level 10

LESSON Teacher Renzie Love N. Tiberio Learning Area HEALTH

LOG Teaching Dates and June 24-28,2019 Quarter First
Time

Time June 24,2019 June 25,2019 June 26,2019 June 27,2019 June 28,2019
Date (Monday) (Tuesday) (Wednesday) (Thursday) (Friday)
I. OBJECTIVES
A. Content Standards The learner understands the guidelines and criteria in the selection and evaluation of health information, products, and services.
B. Performance The learner demonstrates critical thinking and decision making skills in the selection, evaluation and utilization of health information, products and services.
Standards
C. Learning The learner differentiates The learner explains the The learner discusses the The learner selects health The learner explains the
Competencies reliable from unreliable guidelines and criteria in the various forms of health professionals, specialists and nature and dangers of
health information, products selection and evaluation of services providers and health care services wisely. quackery.
and services. health information, products healthcare plans.
and services.
H10CH-Ia-b-19 H10CH-Ia-b-20 H10CH-Ia-b-21 H10CH-Ic-22 H10CH-Ia-b-23
Objectives  Distinguish what  Define health information  Define health services.  Identify allied health  Define quackery.
consumer health is. and health products.  Distinguish the different professionals aside from  Identify the Three forms
 Determine the  Distinguish the reliable health professionals and physicians. of quackery.
responsibilities of every and unreliable source of their specialization.  Distinguish healthcare
individual in connection information and Explain the importance facilities.
with consumer health. products. of Health Services.
.
II. CONTENT Consumer Health: Consumer Health: Consumer Health: Consumer Health: Consumer Health:
- Introduction - Health Information - Health Services - Allied Health - Quackery
- Health Products (Professionals, Professionals
Facilities, and - Healthcare Facilities
Insurance) - Health Insurance
III. LEARNING
RESOURCES
A. References P. E and Health 10 Learner’s P. E and Health 10 Learner’s P. E and Health 10 Learner’s P. E and Health 10 Learner’s P. E and Health 10 Learner’s
Module and Curriculum Module and Curriculum Module and Curriculum Module and Curriculum Module and Curriculum
Guide Guide Guide Guide Guide
1. Teacher’s Guide 219 220-222 222 222-223 224
Pages
2. Learner’s Material 198-200 201-204 204-205 206-208 216-219
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources
B. Other Learning Wikipedia.com Wikipedia.com Youtube.com.
Resources
IV. PROCEDURES
A. Reviewing previous Ask the students to study the Creative MOL Creative MOL Creative MOL Creative MOL
lesson or presenting the cover page. Recall Recall Recall previous lesson Recall
new lesson - What are the health - Health services, - Health services
information and professionals - Health Professionals
products?
- Give examples of
each.
- What are examples of
reliable and
unreliable sources?
B. Establishing a purpose Initiate discussion on the Direct the students to LM p. Show a picture of hospital. Ask: Ask:
for the lesson elements of the cover picture 201. Provide instructions for Ask: a. What health a. Are physicians the only a. What health information
Activity 1. Ask the students information, products, and ones considered health did you learn in the past
to record their answer. services can we acquire from professionals? days?
a hospital? b. What about nurses, b. What health services did
b. What else can we avail therapists, etc.? you last avail of?
from a hospital, a clinic, or a c. What health product did
health center? you last purchase?
C. Presenting examples/ Use Activities A and B in Ask the student to pair up Introduce the concept of Elaborate on the concept of Tell the students that you are
instances of the new LM p. 199-200. and discuss the questions in health services by relating it allied health professionals going to sell a product.
lesson Give students 20 minutes to Activity 2. Give the pairs to various healthcare using DO YOU KNOW? On Direct the Activity 10: Magic
answer the pre-test. three to five minutes. Initiate providers. LM p. 206 Bracelet
sharing.
D. Discussing new Lead the students on health Start with Health Ask: Aside from hospitals, Discussion
concepts and practicing information using the content Professionals by asking the where can we avail of health - Where do you often
new skill #1 on p. 201 and ask the students to describe the work services? see these kind of
 students to answer Activity 3: of a physician. Afterwards, posters?
Stop or Go on p. 202 discuss the different types of - What message do
physicians. these posters want to
convey?
E. Discussing new Introduce health products Introduce Healthcare Unlock and explain the word
concepts and practicing through Activity 4 in LM p. Facilities.Let the students quackery and explain.
new skill #2 203 read the information on LM
p. 206-207 for 5 minutes.
F. Developing Mastery Ask students to exchange Direct students to Activity 5 Answer Activity 6: on LM p. Instruct the students to close Use Activity 11 on LM p.
their notebooks for checking in LM p. 204. Provide 205. Give them 5 minutes to their modules and ask: 217to discuss the types of
of Activity A only, and instructions for the activity. answer. Afterwards, initiate a. What are the different quackery.
collect and check the answers checking of answers. types of healthcare facilities?
for Activity B. b. How would you describe
each?
c. How about health
insurance? Is it considered a
type of health service as
well?
d. Where do we avail of
health insurance?
e. What are the benefits of
having one?
G. Finding practical Discuss health insurance, Ask:
applications of concepts including HMO. Describe the a. Have you ever been a
& skills in daily living features and benefits of local victim of a quack?
health insurance and b. What are examples of each
Philhealth. type of quackery?
c. What type of quackery do
teenagers easily fall for?
d. Why do people fall for
quackery?
H. Making “Health is wealth” “Your life, your
generalizations & Responsibility”
abstractions about the
lesson
I. Evaluating Learning On ½ crosswise, make End the lesson by asking for The results of sharing ideas Ask the students to form
 aslogan or a saying about volunteers to share will be the students groups of 5 members each.
consumer health. significant learning or you evaluation. Use Activity 13 on LM p.
can let the students complete 218. Afterwards, elaborate
the following questions. on the possible causes of
“Health information and quackery.
health products are ______.” (Points to discussion)
“Consumers should get 1. What makes you
reliable health information vulnerable to quackery?
and reputable products 2. What do people lose when
because _________.” they fall for quackery?
3. What are the physical and
psychological effects of
falling for it?
J. Additional activities On your notebook, list down 1.What are the other List down 3 health profession Give instructions for the Answer Activity 15: Fight
for application or your daily activity and list examples of myths and their specific homework Activity 7: the Quacks!
remediation down what you have (superstitious) and/or specialization Healthy Places on LM page In 2-3 paragraphs, answer the
consumed. misconceptions that you hear 208. Assign students who following questions on a
in your community may report on alternative and piece of paper:
2. Write them on your complementary healthcare - As a grade 10
notebook and search for a options next meeting. student, how can you
scientific proof to counter protect your family
them. and yourself from
quackery?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?